making it stick practice 2016 - university of utah … - plain...plain talk about literacy and...

PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA | February 17-19, 2016

Making It Stick: Research-Validated Practice Procedures

— Anita Archer —

www.cdl.org | [email protected] | (504) 840-9786

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About the Presenter

CDL is a results-driven, nonprofit organization. Our singular focus is to improve the life chances of all children, especially those at high risk, by increasing school success.

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Anita ArcherAnita Archer, Ph.D., recipient of ten Outstanding Educator awards, serves as an educational consultant to state departments, county agencies, and school districts on explicit instruction and literacy instruction. She has taught elementary and middle school students and has served on the faculties of San Diego State University, the University of Washington, and the University of Oregon. She is nationally known for her presentations and publications on instructional procedures and literacy instruction and has co-authored numerous curriculum materials with Mary Gleason including REWARDS PLUS, REWARDS Writing and Skills for School Success. Most recently, Anita wrote a textbook on explicit instruction with Charles Hughes entitled Explicit

Instruction: Effective and Efficient Teaching (Guilford, 2011).

MAKING IT STICK:

Research – Validated Practice Procedures

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ANITA L. ARCHER, PHD AUTHOR, CONSULTANT, TEACHER

For additional information on practice see Chapter 8 in:

Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

www.explicitinstruction.org

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Practice

It is virtually impossible to become proficient at a mental task without extended practice.Willingham, 2009

Use it or lose it. Anonymous

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How can we optimize practice?

1.  Deliberate practice2.  Retrieval practice3.  Spaced practice4.  Varied practice5.  Mixed practice

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Deliberate Practice

Deliberate practice is goal-oriented practice consciously devoted to improvement of a skill.

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Deliberate Practice? Why? Why is A an example of deliberate practice and B is not?

A.  As you write your paragraph, stop and reread your paragraph to be sure it makes sense. Add transition words or phrases to make your paragraph flow.

B.  Using your paragraph plan, write a paragraph.

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PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016

Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected] 1

Retrieval Practice

The effect of retrieval practice is the finding that long-term memory is increased when some of the learning period is devoted to retrieving the to-be-remembered information. The effect is also sometimes referred to as testing effect or test-enhanced learning.

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Two Little Lessons

Lesson 1 – Traditional Review Lesson 2 – Retrieval Practice

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MATH REVIEW Traditional Review

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Review - Integer

Integer - whole number - no fractional or decimal part - can be positive and negative

Examples

+3 -3 -16 198

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Review – Rational Numbers

Informal Definition: A rational number is a number that can be written as a simple fraction. Formal Definition : A rational number is a number that can be in the form p/q where p and q are integers and q is not equal to zero. Examples ½ 1.5 = 3/2 - 0.1 = - 1/10

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Review - Absolute Value

• An absolute value is the distance a number is from zero.

• Absolute values are positive.

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MATH REVIEW Retrieval Practice

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Review – Integers

Write down the integers.

-5 1.43 1 ¾ 97 .09 3.14 43

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Review – Integers -5 1.43 1 ¾ 97 .09 3.14 43

Integer - whole number - not a fractional or digital part - can be positive and negative.

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Review – Integers -10 4.43 9 ¾ 100 .6 3.14 -43 ½ .09 5,643.1 3,043

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Review – Integers -10 4.43 9 ¾ 100 .6 3.14 - 43 ½ .09 5,643.1 3,043 Integer

- whole number - not a fractional part - can be positive and negative.

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Rational Number

Show and explain why 2 is a rational number.

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Review – Rational Numbers Informal Definition: A rational number is a number that can be written as a simple fraction. Formal Definition : A rational number is a number that can be in the form p/q where p and q are integers and q is not equal to zero.

2 = 2/1

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Review – Rational Numbers Informal Definition: A rational number is a number that can be written as a simple fraction. Formal Definition : A rational number is a number that can be in the form p/q where p and q are integers and q is not equal to zero.

2 = 2/1

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Rational Number

Show and explain why 0.75 is a rational number.

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Review – Rational Numbers Informal Definition: A rational number is a number that can be written as a simple fraction. Formal Definition : A rational number is a number that can be in the form p/q where p and q are integers and q is not equal to zero..

0.75 = 75/100 = 3/4

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Rational Number

Show and explain why 0.6 is a rational number.

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Review – Rational Numbers Informal Definition: A rational number is a number that can be written as a simple fraction. Formal Definition : A rational number is a number that can be in the form p/q where p and q are integers and q is not equal to zero..

0.6 = 6/10 = 3/5

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Write the absolute number for these numbers. 12 -7 0 215 - 66 - 5

25 Write the absolute number for these numbers. 12 -7 0 215 - 66 - 5 12 7 0 215 66 5 • An absolute value is the distance a number is from zero.

• Absolute numbers are positive.

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Retrieval Practice – Why

Retrieval Practice makes learning STICK far better than re-exposure to the original material.

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Retrieval Practice – Why

Retrieval Practice strengthens memory and interrupts forgetting. Retrieval Practice makes that knowledge easier to retrieve in the future. Neural pathways that make up a body of learning get stronger.

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Effortful Retrieval Practice

Learning is deeper and more durable when it’s EFFORTFUL. Learning that’s easy is like writing in sand, here today and gone tomorrow. Brown, Roediger, and McDaniel (2014)

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Retrieval Practice – Teacher - Guided Example Procedures : 1.  Practice without scaffolding 2.  Rapid retrieval practice 3.  Retrieval Practice Games 4.  Quick write 5.  Quick draw 6.  Flash cards 7.  Multiple-choice items using hand signals, Clickers, or

Plickers 8.  Written answers

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Retrieval Practice

Example Rapid Retrieval Practice

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Irregular Verbs •  The suffix ed is NOT used to form the past tense of irregular verbs. Today I speak. Yesterday I spoke. Today I write. Yesterday I wrote. Today I go . Yesterday I went. Today I drink. Yesterday I drank.. Today I swim. Yesterday I swam. Today I see. Yesterday I saw. Today I sing. Yesterday I sang. Today I fall. Yesterday I fell. Today I hide. Yesterday I hid.

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Irregular Verbs •  The suffix ed is NOT used to form the past tense of irregular verbs. Today I speak. Yesterday I _________________. Today I write. Yesterday I _________________. Today I go . Yesterday I _________________. Today I drink. Yesterday I _________________. Today I swim. Yesterday I _________________. Today I see. Yesterday I _________________. Today I sing. Yesterday I _________________. Today I fall. Yesterday I _________________. Today I hide. Yesterday I _________________.

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Retrieval Practice - Teacher- guided Quick Write Example List some benefits of retrieval practice.

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Retrieval Practice - Teacher- guided Flash Cards

Set #2 Mastered Content

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Retrieval Practice - Teacher-guided Hand Signals, Clickers, or Plickers Select the best answer. 1.  Retrieval practice that is effortful promotes more learning. 2.  Retrieval practice should occur after modeling and guided

practice. 3.  Retrieval practice reduces forgetting and strengthens

learning. 4.  All of the above.

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Summary - Retrieval Practice Retrieval Practice Benefits

- learning - durable retention

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Effortful Retrieval Practice - stronger learning - stronger retention

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Delayed Effortful Retrieval - more learning - more retention

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Repeated Retrieval - more learning - more ease of retrieval

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Repeated Retrieval - more learning - more ease of retrieval

Corrective Feedback - more learning

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Spaced Practice

Spaced practice (also known as distributed practice) is a learning strategy, where practice is broken up into a number of short sessions - over a longer period of time.

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Mass vs Spaced Practice Mass Practice vs Spaced Practice – Effect size d = 0.71 Hattie, 2009

Gains achieved in massed practice are transitory and melt away quickly. Brown, Roediger, McDaniel, 2014

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Spaced VS Mass Practice – Why?

Same time Same effort but Remember More

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Spaced VS Mass Practice – Why?

“Distributed learning, in certain situations, can double the amount you remember later on.” Carey, 2014

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Spaced Practice

• Initial Practice

• Distributed Practice

• Cumulative Review

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Spaced Practice

Initial Practice •  Occurs under watchful eye of the teacher

•  Provide numerous practice opportunities within the teacher-directed lesson to build accuracy. Provide immediate feedback after each item.

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Spaced Practice

Distributed Practice

•  Studying or practicing a skill in short sessions overtime.

•  Distributing practice overtime (versus

massing practice in one session) aids retention in a variety of academic areas.

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Spaced Practice

Cumulative Review

•  Provide intentional review of previously taught skills/strategies/concepts /vocabulary/knowledge.

•  Goal is to increase long-term retention.

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Spaced Practice What interval? • Enough time that a little forgetting has set in leading to

more effort.

• Not so much time that retrieval requires relearning of the material.

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Spaced Practice To retain factual information, foreign vocabulary, scientific definitions, use a schedule such as:

-  Initial practice and study - Retrieval practice one or two days later - Retrieval practice a week later - Retrieval practice a month later

(See Super Memo)

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Example – Spaced Practice Vocabulary – Core Reading Program

Monday Tuesday Wednesday Thursday Friday

Introduction of vocabulary for Passage A

Quick retrieval practice

Quick review and elaboration of difficult words

Introduction of vocabulary for Passage B



Game - Mixed practice of difficult words A and B

Introduction of vocabulary for Passage C



Game - Mixed practice of difficult words A, B, and C

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Varied Practice

Varied practice refers to use of a variety of practice tasks so that the performer is confronting novel examples of the to-be-learned information.

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Varied Practice Vary the practice conditions to increase ability to apply the skill or strategy to a new setting. Non- example – 1st grade decoding

Day #1 Day #2 Day #3 Day #4

man ran can van

pan ban Jan ban

fan can man Jan

tan Dan Nan fan

ran fan tan ran

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Varied Practice Vary the practice conditions to increase ability to apply the skill or strategy to a new setting. Example – 1st grade decoding (*encoding) Day #1 Day #2 Day #3 Day # 4 at am an had* am * sad* Pat ram Sam nap lad* Pam* ad mad sap fans fan* Sam* had map man* man Nan* taps* rat mat* tap* ham The rat ran. The man had a nap. Pat and Nan sat Pam and Pat had

Sam had a fan. Sam is a sad man. on mats. fans.

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Varied Practice Non-Example bake + ing = baking rake + ing = raking make + ing = making brake + ing = braking

Example ride + ing = riding fame + ous = famous excite + ing = exciting excite + ment = excitement race + ist = racist shame + ed = shamed shame + ful = shapeful

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Mixed Practice - Interleaving

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Recommended Reading

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Recommended Reading

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making it stick practice 2016 - university of utah … - plain...plain talk about literacy and...

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